Gilmer ISD Scope & Sequence
Grade 2 Social Studies
1st Six Weeks
# Days in Six
Week Period
29
Unit
Days per Unit
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
Unit 1: Citizenship
14
Citizenship. The student understands characteristics of good citizenship as
exemplified by historical figures and other individuals. The student is
expected to:
13A identify characteristics of good citizenship, including truthfulness,
justice, equality, respect for oneself and others, responsibility in daily life,
and participation in government by educating oneself about the issues,
respectfully holding public officials to their word, and voting
13B identify historical figures such as Paul Revere, Abigail Adams, World War
II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and
Sojourner Truth who have exemplified good citizenship
13C identify other individuals who exemplify good citizenship
13D identify ways to actively practice good citizenship, including
involvement in community service
Unit 2: State and National
Symbols and Celebrations
15
Citizenship. The student identifies customs, symbols, and celebrations that
represent American beliefs and principles that contribute to our national
identity. The student is expected to:
14A recite the Pledge of Allegiance to the United States Flag and the Pledge
to the Texas Flag
14B identify selected patriotic songs, including "The Star Spangled Banner"
and "America the Beautiful"
14C identify selected symbols such as state and national birds and flowers
and patriotic symbols such as the U.S. and Texas flags and Uncle Sam
14D identify how selected customs, symbols, and celebrations reflect an
American love of individualism, inventiveness, and freedom
Developed 2015-16
Gilmer ISD Scope & Sequence
Grade 2 Social Studies
2nd Six Weeks
# Days in Six
Week Period
28
Unit
Days per Unit
Unit 3: Maps and
Globes
5
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
Geography. The student uses simple geographic tools such as maps and
globes. The student is expected to:
5A interpret information on maps and globes using basic map elements such
as title, orientation (north, south, east, west), and legend/map keys
5B create maps to show places and routes within the home, school, and
community
Geography. The student understands the locations and characteristics of
places and regions in the community, state, and nation. The student is
expected to:
6B locate places of significance, including the local community, Texas, the
state capital, the U.S. capital, major cities in Texas, the coast of Texas,
Canada, Mexico, and the United States on maps and globes
6C examine information from various sources about places and regions
Unit 4: Land Forms
3
Geography. The student understands the locations and characteristics of
places and regions in the community, state, and nation. The student is
expected to:
6A identify major landforms and bodies of water, including each of the
continents and each of the oceans, on maps and globes
Unit 5: Natural
Resources and
Weather Patterns
5
Geography. The student understands how physical characteristics of places
and regions affect people's activities and settlement patterns. The student is
expected to:
7A describe how weather patterns and seasonal patterns affect activities and
settlement patterns
7B describe how natural resources and natural hazards affect activities and
settlement patterns
7C explain how people depend on the physical environment and natural
resources to meet basic needs
Unit 6: Communities
5
Geography. The student understands how physical characteristics of places
and regions affect people's activities and settlement patterns. The student is
expected to:
7D identify the characteristics of different communities, including urban,
suburban, and rural, and how they affect activities and settlement patterns
Unit 7: Modifications
of the Environment
10
Geography. The student understands how humans use and modify the
physical environment. The student is expected to:
8A identify ways in which people have modified the physical environment
such as building roads, clearing land for urban development and agricultural
use, and drilling for oil
8B identify positive and negative consequences of human modification of the
physical environment such as the use of irrigation to improve crop yields
Developed 2015-16
Gilmer ISD Scope & Sequence
Grade 2 Social Studies
3rd Six Weeks
# Days in Six
Week Period
28
Unit
Days per Unit
Unit 8: Cultural
Heritage
28
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
Culture. The student understands the significance of works of art in the local
community. The student is expected to:
15A identify selected stories, poems, statues, paintings, and other examples
of the local cultural heritage
15B explain the significance of selected stories, poems, statues, paintings,
and other examples of the local cultural heritage
Culture. The student understands ethnic and/or cultural celebrations. The
student is expected to:
16A identify the significance of various ethnic and/or cultural celebrations
16B compare ethnic and/or cultural celebrations
Developed 2015-16
Gilmer ISD Scope & Sequence
Grade 2 Social Studies
4th Six Weeks
29 Days
Unit
Days per Unit
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
Unit 9: Goods and
Services
9
Economics. The student understands the value of work. The student is
expected to:
9A explain how work provides income to purchase goods and services
Unit 10: Free
Enterprise
5
Economics. The student understands the value of work. The student is
expected to:
9B explain the choices people in the U.S. free enterprise system can make
about earning, spending, and saving money and where to live and work
Unit 11: Producers
and Consumers
10
Economics. The student understands the roles of producers and consumers in
the production of goods and services. The student is expected to:
10A distinguish between producing and consuming
10B identify ways in which people are both producers and consumers
Unit 12: Development
of Product
5
Economics. The student understands the roles of producers and consumers in
the production of goods and services. The student is expected to:
10C examine the development of a product from a natural resource to a
finished product
Developed 2015-16
Gilmer ISD Scope & Sequence
Grade 2 Social Studies
5th Six Weeks
29 Days
Unit
Days per Unit
Unit 13: Government
29
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days. Complete
instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
Government. The student understands the purpose of governments. The
student is expected to:
11A identify functions of governments such as establishing order, providing
security, and managing conflict
11B identify governmental services in the community such as police and fire
protection, libraries, schools, and parks and explain their value to the
community
11C describe how governments tax citizens to pay for services
Government. The student understands the role of public officials. The
student is expected to:
12A name current public officials, including mayor, governor, and president
12B compare the roles of public officials, including mayor, governor, and
president
12C identify ways that public officials are selected, including election and
appointment to office
12D identify how citizens participate in their own governance through
staying informed of what public officials are doing, providing input to them,
and volunteering to participate in government functions
Developed 2015-16
Gilmer ISD Scope & Sequence
Grade 2 Social Studies
6th Six Weeks
32 Days
Unit
Days per Unit
Unit 14: State and
National Celebrations
4
Unit 15: Landmarks
5
Unit 16: Order of
Events
5
Unit 17: Timelines
5
Unit 18: Historical
Figures
5
Unit 19: Science and
Technology
5
Developed 2015-16
The recommended number of lessons is less than the number of days in the grading cycle to
accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the GISD Curriculum documents.
Texas Essential Knowledge & Skills / Student Expectations (TEKS / SEs)
The student will:
History. The student understands the historical significance of landmarks
and celebrations in the community, state, and nation. The student is
expected to:
1A explain the significance of various community, state, and national
celebrations such as Veterans Day, Memorial Day, Independence Day, &
Thanksgiving
History. The student understands the historical significance of landmarks
and celebrations in the community, state, and nation. The student is
expected to:
1B identify and explain the significance of various community, state, and
national landmarks such as monuments and government buildings
History. The student understands the concepts of time and chronology. The
student is expected to:
2A describe the order of events by using designations of time periods such
as historical and present times
2B apply vocabulary related to chronology, including past, present, and
future
History. The student understands the concepts of time and chronology. The
student is expected to:
2C create and interpret timelines for events in the past and present
History. The student understands how various sources provide information
about the past and present. The student is expected to:
3A identify several sources of information about a given period or event
such as reference materials, biographies, newspapers, and electronic
sources
3B describe various evidence of the same time period using primary sources
such as photographs, journals, and interviews
History. The student understands how historical figures, patriots, and good
citizens helped shape the community, state, and nation. The student is
expected to:
4A identify contributions of historical figures, including Thurgood Marshall,
Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced
the community, state, and nation
4B identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert
Fulton, and George Washington Carver who have exhibited individualism
and inventiveness
4C explain how people and events have influenced local community history
Science, Technology, and Society. The student understands how science and
technology have affected life, past and present. The student is expected to:
17A describe how science and technology change communication,
transportation, and recreation
17B explain how science and technology change the ways in which people
meet basic needs